Meseret Yazachew
Yihenew Alem
Jimma University
In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center,
the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education
November 2004
Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00.
Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter
Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education.
All rights reserved. Except as expressly provided above, no part of this publication may
be reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval system,
without written permission of the author or authors.
This material is intended for educational use only by practicing health care workers or
students and faculty in a health care field.
Acknowledgment
Recognizing the importance of and the need for the preparation of the
lecture note for the Training of Health Extension workers THE
CARTER CENTER (TCC) ETHIOPIA PUBLIC HEALTH TRAINING
INITIATIVE (EPHTI) facilitated the task for Jimma University to write
the lecture note in consultation with the Health Extension
Coordinating Office of the Federal Ministry of Health.
i
Table of Contents
Content
Acknowledgement ........................................................................... i
Table of content.............................................................................. ii
List of abbreviations ...................................................................... vi
List of tables ................................................................................. vii
List of figures ................................................................................ vii
Introduction ................................................................................... ix
Objectives......................................................................................1
Health Education ...........................................................................3
Historical development ................................................3
Definitions ....................................................................4
Aims and Basic principles of Health Education ............7
Approaches to Health Education ................................10
Targets for Health Education ......................................10
Health Education settings ...........................................11
Who is responsible for Health Education? ..................11
Role of Health Educator..............................................12
Exercises ......................................................................................13
ii
UNIT TWO: Health And Human Behavior
Objectives.....................................................................................14
Introduction...................................................................................14
Definition of behavior and other related terms .............................15
Factors affecting human behavior ................................................17
The role of human behavior for prevention of disease .................22
Exercise ........................................................................................25
Objectives.....................................................................................26
Introduction...................................................................................26
Definition of community ................................................................27
Concept of community participation .............................................27
Benefit of community participation ...............................................30
Helping people to organize: The role of Health Extension
Workers ...........................................................................31
Objectives.....................................................................................35
Introduction...................................................................................35
What is communication? ..............................................................36
Why communication? ...................................................................36
Types of communication ..............................................................37
iii
Components of communication ....................................................38
Communication stages .................................................................41
Common communication approaches ..........................................49
Methods of communication ..........................................................49
Barriers to effective communication .............................................51
Characteristics of effective communication ..................................55
Objectives.....................................................................................57
Introduction...................................................................................57
Educational methods ....................................................................58
Individual............................................................58
Group .................................................................63
Teaching materials .......................................................................77
Audios ............................................................77
Visual aids .......................................................79
Mass media ..................................................................................84
Exercise ........................................................................................87
Objectives.....................................................................................88
Introduction...................................................................................88
What is training? ..........................................................................89
Types of training ...........................................................................89
Phases of training.........................................................................89
iv
Exercise ........................................................................................94
Objectives.....................................................................................95
Introduction...................................................................................95
Planning process ..........................................................................95
Information gathering ..................................................97
Defining and prioritizing problems ............................101
Setting goals and objectives .....................................103
Identifying and obtaining resources ..........................105
Selecting appropriate methods .................................107
Carry out and evaluate the project .............................................110
Development and implementing a project plan.........110
Evaluating the project ...............................................111
Exercise ......................................................................................113
Objectives...................................................................................114
Introduction.................................................................................114
Definition ....................................................................................114
Basic Principles of Ethics ...........................................................115
Health extension workers responsibilities as a health educator .117
Exercise......................................................................................119
v
Reference: .................................................................................120
vi
List of abbreviations
vii
List of tables
List of figures
viii
Introduction
The impetus for writing this lecture note arose from two but
interrelated pressing demands. The primary reason is the
identification of community based health care approach, as a
strategy, by the MOH of Ethiopia which intern required the training of
Health Extension Workers (HEWs). In addition to the eight
components of HSDP identified during the 1st phase, HSDP II
included the training and deployment of HEWs who will be delivering
essential health care services at the grass root level. Reference
materials on health communication both as an aid for the training of
these groups of development workers as well as for future utilization
at the work places are scarce or absent so far.
ix
is described in the 3rd chapter. The fourth chapter discusses on health
communication.
During the writing, we have tried our best to utilize simple and
understandable terms so as to make its consumption easier at all
levels. Examples and illustrations from personal experiences and the
work of other colleagues were used to make the material more
palatable. Objectives of each topic in every chapter are outlined to
help readers anticipate some knowledge before going through the
section. Study questions are also forwarded at the end of every
chapter to serve as a self-test. Lastly, we would be grateful and
enthusiastic to receive any sort of feedbacks and comments on the
writing.
x
UNIT ONE
Introduction To Health Education
Objectives
At the end of this chapter, the trainees will be able to:
Explain the concept of Health.
Define Health Education.
State historical development of Health Education.
Describe objectives of Health Education.
State basic principles of Health Education.
1
Physical health refers to anatomical integrity and physiological
functioning of the body. To say a person is physically healthy:
All the body parts should be there.
All of them are in their natural place and position.
None of them has any pathology.
All of them are doing their physiological functions
properly.
And they work with each other harmoniously.
Mental health - ability to learn and think clearly. A person with good
mental health is able to handle day-to-day events and obstacles, work
towards important goals, and function effectively in society.
2
Illness is the subjective state of a person who feels aware of not
being well.
Health Education
Historical development
Definition
4
Most people use the term health education and health promotion
interchangeably. However, health promotion is defined as a
combination of educational and environmental supports for actions
and conditions of living conducive to health.
6
Aims and principles of health education
Aims
Motivating people to adopt health-promoting behaviors by
providing appropriate knowledge and helping to develop positive
attitude.
Helping people to make decisions about their health and acquire
the necessary confidence and skills to put their decisions into
practice.
Basic Principles
7
education to help in getting proper feedback and get doubt
cleared.
The health educator has to adjust his talk and action to suit
the group for whom he has to give health education. E.g.
when the health educator has to deal with illiterates and poor
people, he has to get down to their level of conversation and
human relationships so as to reduce any social distance.
8
The health educators should not only have correct information
with them on all matters that they have to discuss but also
should themselves practice what they profess. Otherwise, they
will not enjoy credibility.
9
personal trail is required and therefore the health education
should provide opportunities for trying out changed practices.
10
Health education settings
12
Exercise
13
UNIT TWO
Health And Human Behaviour
Objectives
Introduction
14
Definitions of behaviour and other related terms
15
Culture: is the whole complex of knowledge, attitude, norms, beliefs,
values, habits, customs, traditions and any other capabilities and
skills acquired by man as a member of society.
16
Examples of behaviours promoting health and preventing
diseases
18
Attitudes are relatively constant feelings, predispositions or
set of beliefs directed towards an object, person or situation.
They are evaluative feelings and reflect our likes and dislikes.
They often come from our experiences or from those of people
close to us. They either attract us to things, or make wary of
them.
E.g. w/o Almaz had fever and visited the nearby health center.
The staff on duty that day was very busy and shouted at her,
Do you want us to waste our time for a mild fever? Come back
when we are less busy. She did not like being shouted at. This
experience gave her bad attitude toward the health staff. This
bad attitude could discourage her from attending the health
center next time she is sick.
19
Norms are social rules that specify appropriate and
inappropriate behavior in given situations. They tell us what
we should and must do as well as what we should not and
must not do.
For Example,
We often regard greeting as a social norm to be
conformed among members who know each other.
Murder, theft and rape often bring strong disapproval.
20
In general, it is believed that enabling factors should be available for
an individual or community to perform intended behavior.
Enabling factors
(Time, money and materials, skills, accessibility to health services)
21
significant influence to change others. In the case of a young child, it
is usually the parents who have the most influence. As a child grows
older, friends become important and a young person can feel a
powerful pressure to conform to the peer group.
E.g. a young man starts smoking because his friends encouraged him
to do so.
What is prevention?
22
Primary prevention
Secondary prevention
23
Tertiary prevention
24
Exercise
25
UNIT THREE
Working With Communities
Objectives
Introduction
27
In health education, we are concerned about how people actually
feel, not how we think they should feel. We are interested in how
people look at their own problems, not only in the problems we see
ourselves. We want people to develop the confidence and skills to
help themselves.
The following are examples of actions that does not indicate genuine
participation
Involvement of individuals from the community in responding to
health assessment survey questionnaires,
28
Requesting the community members to contribute labor to dig a
latrine for the school in its village,
Holding a meeting to ask peoples opinions on the issue of
uncontrolled population growth,
Requesting mothers to bring their children to a clinic for
vaccination
31
Taking some actions:
Actions on achievable, short-term aims based on felt
needs which bring the community together and build
confidence.
Further activities and organization building
Build up-on existing community organization or
associations.
Formation of committee e.g. Health committee
Educational in-puts
Select and train volunteers
Decision making on priorities
Further actions by the community themselves
32
Why are leaders important?
33
Exercise
34
UNIT FOUR
Health Communication
Objectives
Introduction
35
What is communication?
Why communication?
36
Types of Communication
1. One-way communication
2. Two-way communication
37
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SSeennddeerr M
Meessssaaggee C
Chhaannnneell R
Reecceeiivveerr
Components of communication
1) Source (sender)
Originator of message
Can be from an individual or groups, an institution or organization.
People are exposed to communication from different source but
most likely to accept a communication from a person or
organization that they trust i.e. has high source credibility.
Depending on the community, trust and source credibility may
come from:
Personal qualities or actions e.g. a health worker who
always comes out to help people at night.
Qualification and training
A persons natural position in the family or community,
e.g. village chief or elder.
The extent to which the source shares characteristics
such as culture, education, experiences with the
38
receiver. A person from a similar background to the
community is more likely to share the same language,
ideas and motivations and thus be a more effective
communicator. One of the main reasons for
communication failure is when the source comes from
a different background from the receiver and uses
inappropriate message content and appeals. This
principlethat people who share similar backgrounds
communicate better with each otherhas important
implications for health education. It explains why health
workers who are strangers to the local community are
not always effective in their health education work.
Because of this, the health extension package program
emphasizes recruitment of health extension workers
from the local community. This is particularly relevant
in our country where there is a huge diversified culture.
2) Message
39
A message is said to be good if it:
Is Epidemiologically correct (evidence based)
Is affordable (feasible)
Requires minimum time/effort
Is realistic
Is culturally acceptable
Meets a felt need
Is easy to understand
3) Channel
4) Receiver (Audience)
Communication stages
41
behaviors. To achieve these objectives, a successful communication
must past through several stages:
SENDER RECEIVER
Reaches senses
Gain attention
Message understood
Acceptance /change
Behavior change
Change in health
42
Stage 1: Reaching the intended audience
43
Not paying attention to the health talk or demonstration at the
clinic,
Turning off the radio program or switching over.
1. Physical characteristics
Size e.g. size of the whole poster
Intensity bold reading in a sentence
High pitched sounds e.g. police sirens
Color-primary colors such as red and yellow
Pictures-photographs and drawing
2. Motivational characteristics
Novelty - an unusual features, unfamiliar and surprising
objects
Interest - felt needs of audience
Entertainment and humor
In general for successful communication, a health extension worker
should:
Consider the design of the poster, including colour, size,
lettering and use of pictures which increase the likelihood of
gaining attention and being noticed.
44
Deal with subjects that the target group wants to know
something about i.e. which fit with their felt needs and
interests.
Arouse interest by including something unusual in the
communication.
Explore ways of making educational works interesting and fun.
45
Stage 5: Producing a change in behavior
46
Table 4.1 Examples of failure at different communication stages
1. Reaches senses; Poster is placed at the health center Research target group to find
is seen or heard and only seen by mothers who have out where they go and may see
immunized their children the poster.
2. Gains attention; The poster is lacking striking features Find out interests of target group
holds interest, and doesnt stand out compared with and make it interesting,
noticed attractive commercial advertisements attractive and unusual.
Test it out
3. Is understood; Poster showing large hypodermic Make it simple; avoid confusing
correctly interpreted. syringe held by smiling doctor was words and pictures. Pretest
thought by the community to be a words and pictures with sample
devil with a knife. of target group.
47
4. Is accepted, People believe that measles is caused Base message on what people
believed, learning by witchcraft and do not believe the already believe. Pretest
takes place poster even though they understand messages for acceptability.
the message.
5. Changes in The mother accepted the message Target the influential people and
behavior and wished to take the child for ensure enabling factors are
immunization but the grand mother available. Pretest for feasibility.
didnt allow it.
6. Improves health The vaccine was destroyed by a Choose most important
break in the cold chain and the child behaviors. Make sure support
became sick with measles. services are functioning.
48
Common communication approaches
Methods of Communication
1. Intra - Personal communication
2. Inter - Personal communication
2. Mass communication
Intra-Personal communication
49
could be affected by a number of factors including previous
experience, language, culture, personal needs, etc.
Interpersonal Communication
Advantages
Two way communication
The communication could utilize multi-channels (both verbal
and non verbal) i.e. far more channels are involved than is
possible in mass communication.
Useful when the topic is a taboo or sensitive.
Limitations
Requires language ability of the source.
Requires personal status.
Needs professional knowledge and preparation.
50
Mass communication
Advantage:
Reach many people quickly
They are believable specially when the source is a credible one
Limitation:
One sided (linear)
Doesnt differentiate the target
51
Common barriers to effective communication
52
Competition for attention (noise)
Age difference
53
workers are supposed to do every thing for them or that they know
too much or do not require services,
Cultural beliefs of a people influence the rate at which they accept
and adopt new ideas and skills. Normally the beliefs of a community
may dictate what foods should be given to children and also their
related taboos. In such circumstances it will be very difficult for a
health worker to convince the mothers to feed their children on certain
food despite their nutritional values. For this reason it is necessary for
the health extension workers to be aware of the attitudes and beliefs
of the communities they are working with.
55
Exercise
56
UNIT FIVE
Educational Methods And Materials
Objectives
Introduction
57
Ways to put across health messages:
I. Educational methods
58
in understanding, ability and confidence to find solutions to own
problems.
Home Visits
Advantages
When people are in their home, they usually feel happier and
more secure. You may find that people are more willing to talk in
their own homes than when they are at the clinic.
It also gives an opportunity to see how the environment and the
family situation might affect a persons behavior; thus, making
observations and any necessary suggestions for change right
there.
Keeps a good relationship with people and families
Encourages the prevention of common diseases.
Enables detecting and improving troublesome situations early,
before they become big problems.
Enhances checking on the progress of a sick person, or on
progress towards solving other problems.
Motivate the family on how to help a sick person in which their
participation is needed.
59
Therefore, health extension workers should visit all homes in their
communities regularly. Home visits become convenient if we
design our own family health education folder for use.
Purposes of counseling
61
Below is an example of the problems that arise when a
person is advised and forced:
The HEW worried the child would die in a near future. She
scolded the mother for not taking to the clinic. The HEW
persuaded the mother to take the child to a hospital where
nutrition rehabilitation is given and stay there until the child would
regain weight.
The mother nodded her head in agreement. While she was
packing her things she began to cry.
62
Also the mother was crying for fear that the HEW might refuse to
help her in the future, if she did not agree to go to hospital now.
What is a Group?
63
A youth club
People attending a religious ceremony together
Some friends getting together to relax
A gathering of patients at a clinic
People riding together on a bus
1. Formal groups
Groups that are well organized with some rules and
regulations
E.g. Farmers cooperative, Womens Associations
2. Informal groups
Groups that are not well organized
E.g. People attending market on a particular day
People attending funereal ceremony
64
There are organized activities such as regular meetings and
project.
The group has rules that members agree to follow and works
towards the welfare of the members.
May have some features in common, but no special goal that they
are trying to achieve together E.g. People riding together on a bus
No special membership or feeling of belonging
People come and go at will
No special leader selected, no special rules apply
Usually no special activity is planned by the people themselves
E.g. People coming to watch a football match
There is usually more concern for self, and less for the welfare of
the other people.
Group Dynamics
66
The Value of Group Education
a) Group discussions
Size of a group
For sharing of ideas an ideal group is the one with 5-10 members. If
the members are large every one may not have a chance to speak.
67
Planning a discussion
68
b) Meetings
Planning a meeting
69
c) Clubs
d) Demonstrations
70
Make sure that it fits with the local culture. E.g. for nutrition
demonstration you have to use the common food items and local
cooking methods.
Prepare adequate space so that everyone could see and practice
the skill.
Choose the time that is convenient for everyone.
Procedures
e) Village criers
They spread information in the community in the past eras & even
today in remote areas where modern mass media are scarce. When
they have some thing to say, ordered by village leaders, they may
use a bell or drum to attract attention. Drum beats and other sounds
can be a special code or signal that people understand. The
significance about these people is that the villagers know who is the
real village crier and may only respect information coming from him or
her.
The following messages could be passed on:
72
f) Songs
People sing to express ideas and feelings, such as love and sadness,
to tell story of a famous person, commemorate religious days etc.
Particularly village people like to sing and dance and almost every
village have someone who can sing and put works to music. In
addition to expression of feelings, songs can also be used to give
ideas about health. You can give topics that you want to make
popular to those persons for synthesis and dissemination. For
instance, the following issues could be entertained:
g) Stories
Stories often tell about the deeds of famous heroes or of people who
lived in the village long ago. Story telling is highly effective, can be
developed in any situation or culture, and requires no money or
equipment. It should include some strong emotions like sadness,
anger; humor, or happiness as well as some tension and surprise. An
older person, instead of directly criticizing the behavior of youth, may
73
tell stories to make his/her points. He/She may start by saying, I
remember some years ago there were young people just about your
age and then continue to describe what these young people did
that caused trouble. Stories may also be a way of re-telling
interesting events that happened in a village. So stories can
entertain, spread news and information so that people are
encouraged to look at their attitudes and values, and to help people
decide how to solve their problems.
h) Proverbs
They are short common-sense sayings that are handed down from
generation to generation. They are like advice on how best to
behave. Some proverbs are straight for ward- others are more
complicated.
Examples
One does not go in search of a cure for ringworm while
leaving leprosy unattended. This is to mean: try to solve the
most serious problem first.
A young man may have as many new clothes, but not as
many worn-out clothes, as an old man. This is to mean: An
old man has more experience than a young one
Prevention is better than cure.
74
The first proverb could be useful during a talk to mothers that
emphasizes the importance of bringing their children to the clinic
when they are sick, instead of going about some other business. The
second proverb could encourage young people to respect and care
for their elderly parents.
i) Drama
Ask members of the community to help write the script (e.g. teachers
or individuals who enjoy and are capable of writing such scripts.) or to
play a drama someone else has played earlier. Dramas should have
one main learning objective but can often include 2 or 3 other less
important objectives as well. Alike stories, dramas make us look at
our own behavior, attitudes, beliefs and values in the light of what we
are told or shown. Plays are interesting because you can both see
and hear them.
75
General principles
j) Role - playing
76
II. Teaching materials (aids)
1. Audios
Characteristics of audios:
- Effective when based on similar or known experience
- Could be distorted or misunderstood when translated
- Easily forgotten
77
combining it with other methods, especially visual aids, such as
posters, slides, demonstrations, video show etc.
In principle, it should be given to smaller group (5 to 10 people)
though it could be given for larger group like radio talk. In health talks,
unclear points could be asked and discussed.
78
2. Visual aids
Visuals are objects that are seen. They are one of the strongest
methods of communicating messages; particularly when
accompanied with interactive methods.
Advantages
They can easily arouse interest
Provide a clear mental picture of the message
Speed up and enhance understanding
Can stimulate active thinking
Create opportunities for active learning
Help memory and provide shared experience.
Visuals are more effective than words alone, and it will be rather more
effective when extended to practice (action).
a. Leaflets
b. Newspapers/Newsletters
80
c. Photographs
Advantages
They can be photographed in the town where you work thus
assuring familiarity and recognition by the people.
They are relatively inexpensive and reproducible for different uses
(posters, flipcharts)
You can make them your self.
d. Posters
Advantages
81
Give directions and instructions, e.g. how to prevent HIV / AIDS
Announce important events and programmers, e.g. World AIDS
day
General principles:
They should contain the name of the event, date, time, and place
They should be large enough to be seen from some distance;
They could be used for small or larger groups
Should be placed where many people are likely to pass
Do not leave them up for more than one month, to avoid boredom
Never use them before pre-testing.
e. Flipchart
f. Flannel graphs
g. Displays
83
The commonly utilized once are slide projectors (color pictures on a
transparent object), overhead projectors (display written or drawn
materials on a transparency), and power point projectors. They are
expensive, requires expertise and electric power. They are useful to
underline the most important points in a talk or lecture.
Mass Media
84
Table 5.1.Main characteristics of mass media and face- to- face channels
Ability to fit to local needs Provides non-specific information Can fit to local need
85
Selection of Teaching Methods and Materials
86
Exercise
87
UNIT SIX
Training
Objectives
Introduction
88
What is Training?
Training is the process of education in which both the mind and body
are brought under exercise and discipline. It is the act of acquiring
necessary qualification or occupation or feat of physical skill or
endurance.
Types of training
Phases of Training
89
a. Preparation phase
90
Identify resources available- time, equipment, space, trainers
and written materials including books, handouts
Determine the four important areas (domains) of learning
going to be changed (knowledge, belief, attitude and skill)
Determine the teaching methods to be used depending on
the targeted domain of learning.
Arrange living condition of the trainees and facilitators (food,
lodging, transportation, recreation, financial support).
Determine how the learners and the program be evaluated.
This may include pre-test and post test, feedback from the
trainees at the end, follow-up for the graduates.
91
Based on these curies, the following methods or combinations of
them can be used.
Lecturing- the most common and easiest method but the least
efficient especially in addressing how to do a job.
Lecture and discussion-asking questions encourage
participation. It gives more opportunity to learn.
Provision of textbooks /handouts.
Learner presentations
Demonstrations-essential tools of training in task learning
Audiovisual support- flipcharts, posters, slides, models.
Popular art forms-they are one of the most effective training
methods for many resources. These include dramas, role-
plays, poems, sings, games, puppets
b. Training Phase
92
c. Evaluation of Training
93
Exercise
94
UNIT SEVEN
Planning, Implementation And Evaluation Of
Health Education Programs
Objectives
Introduction
95
realize that you are lost. Likewise, the starting point for health
education program is the present health situation, e.g. level of
immunization, family Planning coverage, malnutrition status, or
sanitation, that you would like to improve to a better level, which is
your destination. To do this, you must decide on a strategy - the
methods you must use to improve the situation. At the end, you
evaluate your program to find out if you have reached your target - or
have got lost!
Selecting
appropriate
Assess resource methods
Develop
Set Objectives indicators
Evaluate
Information
gathering Re-
plan
96
Steps in Planning
1. Information gathering
1.2. Community groups and their impact on the health care system
98
matters and to whom they feel comfortable giving advice or
forwarding news.
Explore the basis for leadership and power within the community.
99
1.8. Religion and its impact on health
100
Breast feeding and weaning practice for infants
Where do most women give birth? Who assists in delivery?
What methods are used to cut the umbilical cord?
Are mothers confined in darkroom after delivery?
Sources of water, excreta disposal, do they know that certain
diseases may be contracted through human feces?
All the above information could be gathered using formal and informal
ways of obtaining information. Informal ways include, observing and
talking to people, and reading reports, official documents and
newspapers. Common example for formal method is conducting
surveys using structured questionnaires.
101
What is the extent of the problem? How bad is the situation?
What do people die of? Which groups or individuals are most
affected?
Do they have diarrhea, febrile illnesses, or worms in this village?
What causes these illnesses?
Are there any latrines in the village? What do people use?
Has any thought been given to building latrines?
Why some people refuse to use them?
Do people in the village plan together to get rid of these
problems?
At times, your priority problem may not coincide with the felt need of
the community. For example, your own analysis may indicate that
improved sanitation is most needed but the community may feel that
they should first improve their road so that they can market what their
produce. In such cases, you cannot neglect the need of the
community if you anticipate good community participation and
establish sustainable project. In the above case you need to talk to
the concerned offices and community leaders and convince that
helping to meet the communitys goals will make it easier for them to
try to improve their environment. Perhaps the community will agree to
get aside money generated from their marketing for sanitation.
102
Generally, whenever people come up with multiple needs, the
following four questions can help them see their problems more
clearly and make their choice of priorities easier.
Which is the most serious problem?
E.g. Lack of food to eat by a family.
Where does the greatest future benefit lie?
E.g. skills training for unemployed.
What needs can be met with the resource available? E.g.
purchasing inexpensive, yet nutritious foods available at the local
market.
Which are the problems of greatest concern to the people?
E.g. A health post compared to a school.
103
How much change you want?
For whom or for what you want the change?
When? By what time or date?
Types of objectives in health education
1. Health Objectives
2. Educational Objectives
104
Children who get measles will be fed as well as possible to help
them recover more quickly.
If resources within are not adequate one may seek from outside:
Some agencies and ministries can donate funds
People with special skills, such as finding under ground water for
wells, may come from outside.
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Educational materials such as films and posters could be given
from outside agencies.
Local Media
Outside sources
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5. Selecting appropriate Methods
Some people are ready for change and are economically able to
do the advice easily. For such people provision of information
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through posters, radio, songs, plays, stories or displays could
suffice.
Some are ready but influence from others could hinder. Direct
contact with such people is the preferred method. E.g. convincing
grandmother for immunization.
For those who are economically unable, linking them with sectors
that help them earn money is a remedy
From the Previous sections, we know that culture is the way of life of
people in a community. Culture will determine the educational
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methods that will be acceptable and understandable to people. Some
methods may not be accepted in one culture while it may be effective
in the others. For example Role-playing, photographs, or films may
not be adaptive to illiterate community. In such communities we can
use the most natural way of communication such as proverbs, village
criers, plays, songs and so on.
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Ideally, use of mix of methods and repetition improves understanding
and people are more likely to remember them. The following
combinations may be used:
Story telling and asking the audience to role-play in which they act
out the story for all to see.
Lecture assisted with posters, films or demonstrations.
Community meeting with displays or short play.
After having analyzed the situation, define problems, prioritize and set
objectives, identify resources, and design strategy, the health
extension workers and health committee should be able to develop
an action plan. A plan of work is a picture or map of what to do,
when to do it, who will do it, and at what cost each step of activities
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be accomplished. It will serve as a guide and will help in
implementing and evaluating the project and planning another one.
Evaluation is the process of looking back over what has been done to
be sure that things were done the way they should. Evaluation is not
a one-time event. It is a continuous process how the program is
progressing according to a set time table in the action plan.
Information for evaluation program would be obtained from
observations, interviews, and records.
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Why did we succeed? Or fail?
What do we do next?
Did we learn from our mistakes or successes?
By the end of the educational activities, you should be able to
measure their successes by counting how many people are behaving
according to the original objectives: is this number more than before
the program started?
At the end of the program, a final meeting can be held to discuss how
far the program succeeded.
Changes in attitude may be assessed by answering the following
questions:
Changes in behavior:
People disposing of feces and urine in latrines
People using clean bucket for gathering water
Increased in visits to the health post.
Increased in the number of children immunized
Increased number of pregnant women seeking early prenatal
care.
Increased in the number of births that occur in the health facilities.
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Exercise
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UNIT EIGHT
Ethical Issues In Health Education
Objectives
Define ethics
State basic principles of ethics
Describe the responsibilities of health extension workers to
community.
Describe the responsibilities of health extension workers to the
health extension package.
Introduction
Definition
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Ethics is the philosophical study of the moral value of human conduct
and the rules that govern it. It is the right thing to do for society and
self. Moral refers to those beliefs about how people ought to behave.
Basic ethical principles
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Beneficence means doing or promoting good as well as preventing,
removing and avoiding evil or harm.
E.g. provide information about emergency first aid to reduce the
risks of HIV infection or accident.
3. Non-maleficence (doing no harm)
4. Justice (fairness)
This principle states that human being should treat other human
being fairly and justly in distributing goodness and badness among
them. In other words justice should include:
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At the heart of any moral relationship, there is communication. A
necessary component of any meaningful communication is telling the
truth, being honest.
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Avoid and take appropriate action against unethical practices and
conflict of interest situations
Respect the privacy, dignity and culture of the individual and
community and use skills with these values.
Share their skills, experience and vision with their clients and
colleagues.
Observe principles of informed consent and confidentiality of
individuals.
Maintain their highest levels of competence through continued
study, training and research.
Accurately represent their capabilities and education as well as
training and experience and act within the boundaries of their
professional competence;
Ensure that no exclusionary practices be enacted against
individuals on the bases of sex, marital status, color, age, social
class, religion, ethnic background, national origin, or other
nonprofessional attributes in rendering service, employing,
training, or promoting others.
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Exercise
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References
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10. Getnet Mitike. Health Education for Health Science students,
Addis Ababa University, Department of Community Health,
January2003.
11. Challi Jira, Amsalu Feleke, Getnet Mitike. Health service
management for Health science students, Jimma University,
Faculty of public Health, 2003 January.
12. Randall R. Cottrell, James T. Girvan and James F. McKenzie.
Principles and foundations of Health Promotion and
Education. Publishers: Allyn and Bacon, 1999.
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